IBEA Numeracy, Literacy and Employability Breakout session

Vol-8 Issue-6 2022

IJARIIE-ISSN(O)-2395-4396

2. Ask permission from the school head before conducting a seminar. 3. The school's teachers will be encouraged to attend the seminar. The letter of information will be sent to each teacher for their awareness of what the seminar will be about. 4. At the beginning of the seminar, there will be questions about their strategies in teaching and what they think makes the teaching effective, especially in Mathematics. 5. After the question and answer for teachers, some of the topics and activities included in the seminar will be introduced. For instance, the benefits of cooperative learning strategy in the classroom. Cooperative learning enhances better relationships between students and higher individual learning responsibility (Johnson & Johnson, 2005), self-esteem, cohesiveness, and learning skills (Azian, Mellon, Ramli, & Yusup, 2018). Harman & Nguyen (2010) also said that while discussion and cooperative learning could be a more effective teaching method for teachers to improve student learning outcomes, many traditional teaching methods such as lecture-based, demo, and competitive learning tasks are still widely used in schools worldwide. In that sense, another topic to be discussed may be how to encourage cooperation and participation in the classroom. For instance, the speaker will discuss how to convert a classroom into a cooperative one. 6. After the discussion, there will be activities. Like creating a lesson plan that promotes students' cooperation and participation or modifying the traditional daily lesson plan to encourage cooperation and participation in the classroom. Some teachers still use the traditional approach to teaching. However, some students cannot quickly learn and catch up with the lesson in this kind of approach. Therefore, this was an integral part of being a teacher to change the ways of teaching in which students learn best. The abovementioned proposed intervention will be beneficial to help teachers promote cooperation and participation in the classroom, especially for numeracy skills improvement. Result of the study showed that student-related factor, environmental factor, and teacher factor had a significant relationship on numeracy skills of students. Among these three factors, teacher factor was seen to have major problem to students' numeracy. With this finding, it can be said that these three (3) factors were an integral part of Mathematics education since they contributed to students' learning. The result implied that some actions must be taken, especially for classroom teachers. There was a need to help each learner boost their interest and enhance their learning ability. Further, the home and school environment of the students must be supported. According to National Center on Safe Supportive Learning Environment (2022), as teachers interact with their students, they play a very important role in establishing a safe, supportive learning environment. Further, Waterford (2018) said that when parents are engaged in their children’s school lives, students have the home support and knowledge they need to not only finish their assignments, but also develop a lifelong love of learning. Teachers and parents must support and build a positive learning environment for students to actively engage in learning. Additionally, based on the result, teachers' encouragement for cooperation and participation of students was less observed in the classroom. Thus, teachers must improve teaching strategy that will promote active learning of students in Mathematics. According to The Risers Team (2020), rather than a classroom where only the teacher speaks and the students merely listen, create one that promotes interaction, be it amongst students themselves or between teachers and students. Mathematics was a less liked subject and teachers must create ways on how to bring learning into meaningful and effective one. 4.6 Implications of Result to Mathematics Education

4. CONCLUSIONS

In the light of the results of this study, the following conclusions were made:

1. The level of numeracy skills of respondents was found to be at a low level. This means that a greater number of respondents' grades in the summative test were remarked as did not meet expectations.

2. The level of practice of following factors affecting numeracy was frequently and always in remark. This result was obtained from the overall means of the factors.

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